Support Staff

September 8, 2009

Response to Intervention District Plan

WITHIN A RESPONSE TO INTERVENTION (RtI) CONTEXT, A 3-TIERED MODEL OF RESEARCH BASED READING INTERVENTIONS USING THE FIVE BIG AREAS OF READING

Academic

DID YOU KNOW…..

80% Of student populations do fine with nothing extra 15% of student Approx. 40% of population has reading problems severe enough to hinder their enjoyment of reading.

populations need ‘boost’ of some sort 5% need intensive supports 20% is an (arbitrary) cutoff point for the purpose of intervening with children deficit in basic reading skills.

How are Children Identified?

• • • • • STRUGGLING READERS DEFINED AS: Readers at or below the 25th percentile for total reading on the state assessment Readers below the 16th percentile on national DIBELS oral reading fluency or early literacy norms.

Teacher Recommendation Student Reading Level

WHAT WE HAVE ‘IN PLACE’ IN OUR PROBLEM SOLVING MODEL

 Problem solving teams  Benchmarking all readers using early literacy or oral reading fluency probes.

 Development of local reading norms and identification of at-risk readers.

 Progress monitoring of at-risk readers.

 Using RtI data to drive eligibility decisions

CATCH THEM BEFORE THEY FALL " The probability of remaining a poor reader at the end of fourth grade, given a child was a poor reader at the end of first grade, was .88 .... the probability of remaining an average reader in fourth grade, given an average reading ability in first grade, was .87

." (Juel, 1988) 74% of children who are poor readers in 3 rd poor readers in 9 th grade remain grade. (Francis, et al, 1996)

Later Intervention is Less Efficient, and Often Less Effective  According to the NICHD Branch of the National Institutes of Health  It takes 4 times as long to intervene in 4 th does to intervene in late Kindergarten as it

2 hours per day 30 mins./day Late Kindergarten 4 th Grade

“Ha, ha, Biff. Guess What? After we go to the drugstore and the post office, I’m going to the vet’s to get tutored.”



Prevention

Accurate identification of at-risk students is merely the first step in preventing reading difficulties. Screening is meaningless without targeted intervention that changes reading outcomes for children.

 Students who do not achieve these benchmarks scores are placed in intervention groups after confirming the need for intervention through teacher observation and other data. (K-3 rd)

The Vision:

Building a System of Substantial Instructional Interventions to Reduce the Gap

5.2

5 4 4.9

With substantial instructional intervention 2 3 Low Risk on Early Screening 3.2

2.5

With research based core but without extra instructional intervention 1 At Risk on Early Screening 1 2 3 4 Grade level corresponding to age

Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoring

center.lsuhsc.edu

SAMPLE: INTERVENTION EFFECTIVENESS: RATE OF IMPROVEMENTS

3.5

3 2.5

2 2 1.5

1.3

1 0.5

0 KPALS 2 1 2.5

1.5

2.5

1 3 2.5

MHEGGERTY GREAT LEAPS

INTERVENTIONS

REWARDS 6 MINUTE SOLUTIONS Average ROI Average National ROI

FRAMEWORK for READING INTERVENTIONS TIER I .

Guided Reading

K PALS M. HEGGERTY PROGRAM / 1 ST GR. PALS 6 MINUTE SOLUTIONS PALS- GR. 2-6 PREPEATED PRRASES REPEATED READINGS FLIP-A-CHIP VOCAB.

WORD BUILDING, VOCAB.

MULTILEVEL. VOCAB.PROGRAM

METACOGNITIVE STRAT. COLLABORATIVE STRATEGIC READING READ 180 TIER II.

At-risk students Supplemental interventions

TIER III.

Highly at-risk students Intensive interventions

K PALS M. HEGGERTY PROGRAM / EAROBICS 1 ST GR. PALS GREAT LEAPS/ SLANT REWARDS 6 MINUTE SOLUTIONS PALS--GR 2-6, READ 180 REPEATED PRRASES, REPEATED READINGS FLIP-A-CHIP VOCAB., WORD BUILDING, VOCAB.

MULTILEVEL VOCAB.PROGRAM

METACOGNITIVE STRAT. COLLABORATIVE STRATEGIC READING

Students identified through data. PS team matches students to appropriate intervention- teacher, aide.

K PALS M. HEGGERTY PROGRAM / SRA DI PROGRAMS READING MASTERY, HORIZONS, CORRECTIVE READING EAROBBICS

More intensive

GREAT LEAPS / S LANT

individual support-

REWARDS 6 MIN. SOLUTIONS REPEATED PHRASES REPEATED READINGS READ 180

MATRIX OF RES EARCH-BASED READ ING INTERVENTIONS-

5 Big Areas of Phonemic Reading: Awareness Kin dergar ten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade

-KPALS -Earobics -MHegg erty Program -1 st Gr.

PALS -Great Leaps-K-2 -Earobics -Great Leaps- K-2 -Great Leaps-K-2

Phonics

-KPALS -MHegg erty Program -1 st Gr. PALS -Great Leaps K-2 -SLANT -Great Leaps K-2 -SLANT -Great Leaps,Gr.3-5 -REWARD S, Gr. 3-5 -Great Leaps,Gr.3-5 -REWARD S, Gr. 3-5 -REWARD S 4 th and up

Fluency

-1 st Gr. PALS -Great Leap s K-2 -SLANT -6 Min.Solutions

-Great Leaps, K-2 -SLANT -PALS-Gr. 2 6 -Repe ated Phrases -Repe ated Readings --6 Min.Solutions

-Great Leaps, Gr.3-5 REWARDS, Gr. 3-5 -PALS-Gr. 2 6 -Repe ated Phrases -Repe ated Readings -6 Min.Solutions

-REWARD S -PALS- Gr.

2-6 -Repe ated Phrases

Vocabulary

-Bringing Words to Life -CORE Vocabu la ry Handbook -Bringing Words to Life -CORE Vocabu la ry Handbook -Bringing Words to Life -CORE Vocabu la ry Handbook -Bringing Words to Life -CORE Vocabu la ry Handbook MultiL eve l Vocab .

Program

Comprehension

-Metacogni tive Strategies -Metacogni tive Strategies -Metacogni tive Strategies -Metacogni tive Strategies - Collaborative Strategic Reading -Metacogni tive Strategies - Collaborative Strategic Reading

5 Big Areas of Reading: 5 th Grade Phonemic Awareness 6 th Grade 7 th Grade Phonics Fluency Vocabulary

-Great Leaps,Gr.3-5 -REWARD S, Gr. 3-5 -REWARD S 4 th and up -6 Min.Solutions

-REWARD S -PALS-Gr. 2 6 -Repe ated Phrases -Repe ated Readings -Great Leaps,Gr.3-5 -REWARD S, Gr. 3-5 -REWARD S 4 th and up -READ 180 -Great Leaps,Gr.3-5 -REWARD S, Gr. 3-5 -REWARD S 4 th and up -READ 180 -6 Min.Solutions

-REWARD S -PALS- Gr.

2-6 -Repe ated Phrases -Repe ated Readings -6 Min.Solutions

-REWARD S -PALS- Gr.

2-6 -Repe ated Phrases -Repe ated Readings -Bringing Words to Life -CORE Vocabu la ry Handbook MultiL eve l Vocab .

Prog ram -Fli p-a-Chip Vocabu la ry -Word Buil ding -Bringing Words to Life -CORE Vocabu la ry Handbook MultiL eve l Vocab .

Prog ram -Fli p-a-Chip Vocabu la ry -Word Buil ding -Bringing Words to Life -CORE Vocabu la ry Handbook MultiL eve l Vocab .

Prog ram -Fli p-a-Chip Vocabu la ry -Word Buil ding

Comprehension

-Metacogni tive Strategies - Collaborative Strategic Reading -Metacogni tive Strategies - Collaborative Strategic Reading -Metacogni tive Strategies - Collaborative Strategic Reading

CONCEPTUAL FRAMEWORKS

I. RtI (Response to Intervention) II. 3 TIERED MODEL OF INTERVENTIONS III. 5 BIG AREAS OF READING IV. RESEARCH-BASED INTERVENTIONS V. USING A STANDARD PROTOCOL APPROACH VI. DR. CAROLYN DENTON’S AND DR. SHARON VAUGHN’S SUGGESTION FOR REMEDIAL READING APPROACH

I. WHAT IS RtI?

Defining Response to Intervention (RtI)

( Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005) •Involves a systematic examination of changes in student outcome/behaviors following changes in instruction and interventions •Using progress monitoring and rate of improvement (ROI ) over time to make important educational decisions. •Providing high quality instruction and effective research-based interventions matched to students’ specific needs

II. WHAT IS A 3-TIERED MODEL OF INTERVENTIONS?

Three Tiered Model of Interventions/Supports Academic Systems Behavioral Systems

Tier 3: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 5-10% 1-5% 5-10% Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response

Students

Tier 1: Universal Interventions All students Preventive, proactive 80-90% 80-90% Tier 1: Universal Interventions All settings, all students Preventive, proactive

Description of Reading Tiers (University of Texas’ Center for Reading and Language Arts)

TIER 1:

Universal Interventions- Core reading instruction that ALL students receive (90-120 minutes daily) • The focus at this level is on providing a strong classroom-level comprehensive core reading program (CCRP).

Description of Reading Tiers (University of Texas’ Center for Reading and Language Arts)

TIER 2:

Target Interventions - 30 minutes of daily small group reading instruction that students who do not score at benchmark on screening assessment receive.

 In addition to core reading program  Small group (3-5 students), pull out, similar needs   More intense instruction and monitoring Focus on reading areas of need  10-20 weeks of intervention

Description of Reading Tiers (University of Texas’ Center for Reading and Language Arts)

TIER 3:

Intensive Interventions - 60 minutes of daily small group reading instruction that students who do not make adequate progress in Tier 2 Instruction receive (in addition to core reading instruction)  Students receive longer term, intensive instructional interventions designed to increase their rate of progress.

 Consideration for special education services

might

occur at this level.

Time Curricular Focus

Example of 3-Tier Level Interventions Tier I

Reading

Tier 2 Tier 3

90 120 180 5 areas Curricular Breadth Frequency of Progress Monitoring Core 3X Yearly or greater Less than 5 Core + Supplemental 2 or less Core + Supplemental + Intensive Monthly or greater Weekly

UNIVERSAL TIER 1: Benchmark/Core Programs

: ~5% 1. Rigby Literacy (Harcourt Rigby Education, 2000) 2. Trophies (Harcourt School Publishers, 2003) 3.

The Nation’s Choice (Houghton Mifflin, 2003) 4. Macmillan/McGraw-Hill Reading (2003) 5. Open Court (SRA/McGraw-Hill, 2002) 6. Reading Mastery Plus (SRA/ McGraw-Hill, 2002) 7. Scott Foresman Reading (2004) 8. Success For All (1998-2003) 9. Wright Group Literacy (2002)

Reviewed by

: Oregon Reading First

Comprehensive

: Addressed all 5 areas and included at least grades K-3 ~15% ~80% of Students

~5% ~ 15% ~ 80% of Students

TIER 2 TARGETED: Strategic/Supplemental

: 2.

3.

4.

5.

6.

7.

8.

9.

1.

Early (Soar to) Success (Houghton Mifflin) Read Well (Sopris West) Horizons, Reading Mastery (SRA) 6 Minute Solutions Great Leaps (Diamuid, Inc.) REWARDS (Sopris West) Ladders to Literacy (Brookes) Read Naturally Peer Assisted Learning Strategies (KPALS)

~5% ~15% ~80% of Students

TIER 3: INTENSIVE Intervention

1.

2.

3.

4.

5.

6.

7.

8.

Corrective Reading (SRA) Language! (Sopris West) Wilson Reading System Reading Mastery Earobics (phonics/phonemic awareness; Cognitive Concepts) Great Leaps/ Read Naturally (Fluency) REWARDS (Fluency, Comp. and Vocab. in Plus Program) Soar to Success (comp.)

BIG IDEAS IN READING

(National Reading Panel)

•

PHONEMIC AWARENESS

•

PHONICS

•

FLUENCY

•

VOCABULARY

•

COMPREHENSION

NATIONAL READING PANEL

         

MEMBERS/RtI RESEARCHERS

“The war on reading is over. It is now known what works and what to do, and it’s only a matter of applying the principles through a best practices approach”.

Dr. Reid Lyon

 Dr. A. Archer Dr. S.& B.Shaywitz

Dr. E.Kane’enui   Dr. R. Kaminski Dr. L.C. Moats Dr. J. Torgeson  Dr. C. Denton Dr. S. Vaughn  Dr. M. Shinn Dr. D. Fuchs  Dr. G. Batsche Dr. L. Fuchs  Dr. D. Reschly Dr. D. Simmons  Dr. D. Tilly Dr. R. Good  Dr. J. Ysseldyke Dr. I. Beck

Fluent Reflective Readers/ Writers

5 Big Areas:

Comprehension Vocabulary Fluency Phonics Phonemic Awareness C O M P R E H E N S I O N • Background Knowledge • Predictions • Clarification/ questioning • Monitoring for Meaning • Summarizing • Making Pers onal Connections • Automaticity with the code • Structure of the language • Alphabetic principle • Phonological awareness Early Literacy Experiences and Oral Language Development Reading Is Rocket Science Louisa Cook Moats

Phonemic Awareness • Ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words • Improves children’s word reading, decoding, fluency, reading comprehension, and spelling

Phonics • Understanding of the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language (alphabetic principle) • The ability to associate sounds with letters and use these sounds to automatically form words.

• Improves word recognition, decoding,fluency, spelling, and comprehension.

Fluency • The effortless automatic ability to read words quickly and accurately in connected text.

• When readers are fluent, they want to read. Reading builds vocabulary.

• Fluent reading frees students to understand what they read. Fluency is a key predictor of comprehension.

Vocabulary • The ability to understand (receptive) and use (expressive)words to acquire and convey meaning.

• Fluency is the key building block for vocabulary development.

• Good vocabulary knowledge is necessary for good comprehension.

Comprehension • The complex cognitive process involving the intentional interaction between reader and text to convey meaning.

• The ability to understand or gain meaning from text.

• This is the reason for reading!

Intervention Criteria: CHEAP & EASY

IV. WHAT ARE RESEARCH BASED INTERVENTIONS?

Research-based interventions include these critical criteria:       EXPLICIT SYSTEMATIC CAREFUL PROGRESSION OF SKILLS CONSPICUOUS TO THE TEACHER AND LEARNER MATERIALS BUILD AN INTEGRATION OF SKILLS OVER TIME PROGRESS MONITORING DATA CLEARLY SHOW THAT THE INTERVENTION IS IMPROVING STUDENT OUTCOMES

V.WHAT IS A STANDARD PROTOCOL APPROACH?

 Fuchs et al. (2003) suggest a standard protocol approach that requires use of ‘the same empirically validated treatment for all children with similar problems in a given domain or a specific area of reading need’.  Using the same treatments/interventions increases treatment integrity …ensuring that the same interventions are implemented often, as designed, and with consistency.

VI. WHAT SUGGESTION DO DR. CAROLYN DENTON AND DR. SHARON VAUGHN OFFER FOR TEACHING STRUGGLING READERS?

  Denton and Vaughn (2003) suggests that, for the most part, a problem for struggling readers is that they are provided with ‘generic’ reading instruction that is not specific to their particular reading difficulties. They suggest that the implementation of high quality, effective interventions targeting unique reader needs would improve reading outcomes.

BIG IDEA

Use assessment data to determine student need and link that to instructional strategies and research-based interventions that match that need.

SO WITH THESE CONCEPTUAL FRAMEWORKS IN MIND,

WHAT IS OUR 3 TIERED MODEL OF RESEARCH BASED READING INTERVENTIONS USING THE 5 BIG AREAS OF READING AND A STANDARD PROTOCOL APPROACH?

FIVE BIG AREAS OF READING RESEARCH-BASED INTERVENTIONS: Grades K-8 PHONEMIC AWARENESS



KPALS

   

Michael Heggerty Phonemic Awareness Curriculum Great Leaps

- K-2 1 st Gr. PALS Earobics

PHONICS



KPALS



Great Leaps- Gr. K-2; 3-6

  

REWARDS-Gr. 3-5, Gr. 4-6

SLANT READ 180

FLUENCY



6 Minute Solutio ns-

    

Great Leaps- Gr. K-2 REWARDS-Gr. 3-5, Gr. 4-6

1 st Gr. PALS PALS- Gr. 2-6 Repeated Phrases    Repeated Readings SLANT READ 180

VOCABULARY

 MultiL evel Vocabulary Program  Flip a-Chip Vocabulary building     Word Build ing Intervent ion ‘Bring ing Words to Life’, by I.Beck

CORE Vocabula ry Handbook READ 180

COMPREHENSION

 Metacognitiv e Strategies  Collaborativ e Strategic Reading  READ 180

PHONEMIC AWARENESS

    

KPALS MICHAEL HEGGERTY PROGRAM 1ST GRADE PALS EAROBICS GREAT LEAPS - Gr. K-2

PHONICS

     

KPALS 1 st Gr. PALS MICHAEL HEGGERTY PROGRAM GREAT LEAPS- Gr. K-2; 3-6 REWARDS-Gr. 3-5, or Gr. 4-6 SLANT

FLUENCY

  

GREAT LEAPS- Gr. K-2

   

1 st Gr. PALS 6 MINUTE SOLUTIONS REWARDS- Gr. 3-5, Gr. 4-6 PALS – Gr. 2-6 REPEATED PHRASES REPEATED READINGS

VOCABULARY

•

MULTI LEVEL VOCABULARY PROGRAM

•

FLIP-A-CHIP VOCABULARY BUILDING

•

WORD BUILDING INTERVENTION

•

Isbel Beck’s, BRINGING WORDS TO LIFE

•

CORE VOCABULARY HANDBOOK

COMPREHENSION

•

METACOGNITIVE STRATEGIES



PALS- Gr. 2-6

•

COLLABORATIVE STRATEGIC READING (CSR)



PROGRESS MONITORING

is also considered an intervention in itself as well as an avenue for measuring intervention effectiveness and rate of improvement (ROI)

SO WHAT DO THESE INTERVENTIONS SPECIFICALLY LOOK LIKE…  AND WHAT ARE THEIR EFFECTS….?...In other words, what are students’ responses to interventions (

RtI)?

KPALS

WHICH OF THE FIVE BIG AREAS?



PHONEMIC AWARENESS



PHONICS

 FLUENCY  VOCABULARY  COMPREHENSION

KPALS

 Overview  Teacher Perspective/Tiers/Flexibility  Data

DATA SHOWING EFFECTS OF KPALS

60 50 40 47 30 20 15 10 0 no risk->20 56

Effects of KPALS- % of students in Risk Categories Letter Sound Fluency

37 35 39 mod. Risk 20 or <

Risk Categories

47 18 High risk-5 -19 5 Fall baseline/benchmark Nov. data Winter benchmark

MICHAEL HEGGERTY PHONEMIC AWARENESS CURRICULUM

WHICH OF THE FIVE BIG AREAS?



PHONEMIC AWARENESS

 PHONICS  FLUENCY  VOCABULARY  COMPREHENSION

MICHAEL HEGGERTY PHONEMIC AWARENESS

 Overview  Teacher Perspective/Tiers/Flexibility  Data

Phonological Awareness Continuum

PHONEMIC AWARENESS

Words in a Sentence Syllable Onset-Rime & Rhyming Phonemes Substitution Deletion Addition Blending Segmentation Categorization Identity and Isolation

DATA SHOWING THE EFFECTS OF MICHAEL HEGGERTY PHONEMIC AWARENESS CURRICULUM

90 80 70 20 10 0 60 50 40 30 47 1st Grade: Effects of

MHeggerty Phonem ic Awareness Curriculum

% of students in Risk Categories Phonemic Segmentation Fluency 80 Sept. Baseline Winter 33 20 13 No Risk- > 25 Mod. Risk- < 25

Risk Categories

7 High Risk- 10 or less

Ideal- First grade- O'M alley- Phonemic Segmentation Fluency

60

Average Rates of Improveme nt

57 50 40 30 33 48 28 47 44 27 42 41 40 38 37 37 32 35 30 0.9

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

0 27 30 0.4

National ROI 26 0.8

Class ROI 25 25 24 22 20 19 18 13 10 10 8 6 4 3 2 0 A n/a B 0.8

C 1.1

D 1.2

E 0.8

F n/a G 0.8

H 0.7

I 1.5

J 1.9

K 0.8

L -0.3

M 0.2

N 1.1

O 1.1

P 0.3

Q 0.3

National ROI Class ROI Fall Winter National Average ROI: .4 Class Average ROI: .8

GREAT LEAPS

WHICH OF THE FIVE BIG AREAS?



PHONEMIC AWARENESS



PHONICS



FLUENCY

  VOCABULARY COMPREHENSION

GREAT LEAPS

 Overview  Teacher Perspective/Tiers/Flexibility  Data

Phonics Instruction

     Beginning instruction focuses on matching letters with sounds. Typically, students learn a mixture of consonants and vowels so that they can read words before learning all 44 phonemes.

Important for students to practice newly learned letter-sound relationships right away within the context of reading words and writing (decodable text!) Nonphonetic, high frequency words are taught at the same time.

Near end of phonics curriculum, more complex digraphs, common inflectional endings (s, es, ing, & ed), and silent “e” is taught.

EFFECT S OF GREAT LEAPS (5TH GRADE STUDENT GOING FROM PRIMER LEVEL TO LATE 3RD GRADE IN 4 MONTHS)

100 90 80 70 60 50 40 gr.

30 20 10 0 52 44 50 66 2nd gr.

gr.

43 74 60 75 66 70 65 3rd gr. gr.

77 72 71 83 90 90 3rd Grade Goal Series1 Linear (Series1)

dates administered

Effects of Great Leaps: 3rd Gr. Students' Individual ROI Compared to Class and National ROI

2.5

2 1.9

1.5

1 1.2

0.9

1.5

1.2

0.9

2 1.2

0.9

1.2

0.8

0.9

1.2

1.2

0.9

Student ROI Class ROI National ROI 0.5

0 a Students b c d e

REWARDS

WHICH OF THE FIVE BIG AREAS?

 PHONEMIC AWARENESS 

PHONICS



FLUENCY

 VOCABULARY  COMPREHENSION

REWARDS

 Overview  Teacher Perspective/Tiers/Flexibility  Data

DATA SHOWING THE EFFECTS OF REWARDS

Effects of REWARDS on 5th Gr. Students' Individual ROI Compared to Class and National ROI

2.5

2 1.5

1 0.7

1.1

0.8

0.5

1.3

1.1

0.8

1.7

1.1

0.8

2.1

1.1

0.8

Student ROI Class ROI National ROI 0 Students a b c d

Effectiveness of REWARDS-Average of 5th Gr. Classes Compared to Class and National ROI

1 0.8

0.6

0.4

0.2

1.6

1.4

1.2

0 Classes 1 1.5

5th Gr. A 0.8

1.5

1.1

5th Gr. B 0.8

Rewards ROI Class ROI National ROI

FRAMEWORK for READING INTERVENTIONS TIER I .

Guided Reading

TIER II.

At-risk students Supplemental interventions

K PALS M. HEGGERTY PROGRAM / 1 ST GR. PALS 6 MINUTE SOLUTIONS REWARDS PALS- GR. 2-6 PREPEATED PRRASES REPEATED READINGS FLIP-A-CHIP VOCAB.

WORD BUILDING, VOCAB.

MULTILEVEL. VOCAB.PROGRAM

METACOGNITIVE STRAT. COLLABORATIVE STRATEGIC READING READ 180 K PALS M. HEGGERTY PROGRAM / 1 ST GR. PALS EAROBICS GREAT LEAPS/ SLANT REWARDS 6 MINUTE SOLUTIONS PALS--GR 2-6, READ 180 REPEATED PRRASES, REPEATED READINGS FLIP-A-CHIP VOCAB., WORD BUILDING, VOCAB.

MULTILEVEL VOCAB.PROGRAM

METACOGNITIVE STRAT. COLLABORATIVE STRATEGIC READING

Students identified through data. PS team matches students to appropriate intervention- teacher, aide.

TIER III.

Highly at-risk students Intensive interventions

SRA DI PROGRAMS READING MASTERY, HORIZONS, CORRECTIVE READING EAROBBICS GREAT LEAPS /S LANT REWARDS 6 MIN. SOLUTIONS REPEATED PHRASES REPEATED READINGS READ 180

More intensive individual support-

6 MINUTE SOLUTIONS

WHICH OF THE FIVE BIG AREAS?



PHONEMIC AWARENESS



PHONICS



FLUENCY



VOCABULARY



COMPREHENSION

6 MINUTE SOLUTIONS

 Overview  Teacher Perspective/Tiers/Flexibility  Data

DATA SHOWING THE EFFECTS OF 6 MINUTE SOLUTIONS

Effects of 6 Minute Solutions on 2nd grade on Oral Reading Fluency

120 100 100 80 61 60 43 40 41 45 40 20 0 Fall No risk (>90) 27 16 15 11 Fall Mod. Risk (70-90) Fall High risk (<70) Spring No risk (>90)

Risk Categories

0 0 Spring Mod.

Risk (70-90) Spring High risk (<70) Intervention class Control Class

6 Minute Solution effects: Effects of increased oral reading fluency on reading comprehension Fall Mean scores

Fourth Grade-Winter MAZE ROI

0.6

0.5

0.4

0.3

0.2

0.1

0 0.27

0.5

Control Class Intervention Class Winter Rates of Improvement

Spring Ave.-2nd gr.-Carter Oral Reading Fluency

Weekly Student ROI 180 160 140 120 162 136 130 129 114 99 127 91 107 98 100 80 67 70 88 79 77 70 69 64 61 60 40 50 39 50 33 23 32 26 28 19 20 0 A 0.17

B C D 1.44

-0.22

1.72

E 0.83

F 2.00

G 2.22

H 1.56

I 3.06

J 1.61

K 2.11

L 2.61

M 2.06

N 2.11

O 1.83

P 1.72

Fall Benchmarks Winter Benchmarks National Average ROI: 1.1

Class Average ROI: 1.68

Organizing for Intervention Groups “Delivery Model”

 Use the 3-Tier Reading Model as a FRAMEWORK (not a model)  Decide  Who teaches intervention groups  When intervention instruction takes place  Where does intervention occur?

 Select curriculum for intervention instruction

Small Group Intervention Instruction

 Why small groups?

 Where does it take place?

 Who provides the instruction?

 When does it happen?

 How might it be organized?

Why Small Groups?

 Increases opportunity to provide feedback  Correction of all student errors, reteach concept, and provide more practice  Increases student participation  Enables flexibility in meeting student needs  Differentiation  Scaffolding

Where Does It Take Place?

 No research indicating either in-class or pull-out is more effective than the other  In the classroom  Students do not move   Minimizes transition time “Walk-to-Intervention”  Students leave own gen.ed classroom  Provides for more homogenous grouping

Who Provides Instruction?

 Classroom Teacher  Already has established relationship with students  Aware or student’s strength, weaknesses  Support Personnel  Easier to focus because not responsible for other students during intervention time  Tighter grouping of students across classes

When Does It Happen?

 Intervention Block  Specifies intervention block time in all classrooms across a grade-level  Becomes part of master calendar  Involves all students in homogeneous groups  Across the Day  Scheduling is flexible, based on class and personnel availability

PreK Teachers: IGDIS

Individual Growth and Development Indicators

 http://ggg.umn.edu/

Using Get it Got it Go! Reports within a Decision Making Framework: Screening, Testing, and Evaluating with IGDIs

 http://www.igdi.ku.edu/

Other Service Personnel

 OT/PT http://occupational therapy.advanceweb.com/Editorial/Content/Editorial.aspx?CC=96520  SLP http://www.asha.org/slp/schools/prof-consult/RtoI.htm

 Examples

K-2

nd

Grade Intervention

 Video  Session length  Session Frequency

Research Based Session Components

 Familiar Read (Graph)  Phonemic Awareness  Phonics  New Book Introduction  First read of new book

1st-8th Grade Intervention Example

 Video  Session length and frequency  Read Naturally (1 st through 8 th Grade)

Read Naturally Steps

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2.

3.

4.

5.

6.

Pick a Story Read along to learn the key words Write a prediction Time yourself reading Mark your graph in blue Read along to learn the story

R.N. Cont.

7. Practice reading on your own 8. Answer the questions 9. Pass the story 10. Mark your graph in red 11. Write a retell, or practice word lists

THANK YOU!

Contact information: Meg Thurman [email protected]

Michele Jacobs [email protected]